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IED-PK | Master of Philosophy (MPhil in Education) Theses Guide: Abstract

Explore AKU IED, Karachi MPhil theses list

Theses' Abstract

 

Improving students' writing skills using mind - mapping technique at primary level in a private school in Karachi

Binish

Date of Award: 2019

 

Abstract

In most of the Pakistani schools, it has been seen that there are inadequate practices for English language teaching and learning, particularly as relates to writing skills (Khan & Khan, 2016). Developing English Language writing skills requires teachers to be familiar with writing strategies that can facilitate students (Khan, 2011). In Pakistani schools, it seems that English language writing skills are neglected in classroom teaching because the English language teachers are not acquainted with the “new practices of teaching English language in general, and teaching of writing skills in particular” (Siddique, 2007, p. 20). The need to enhance effective writing skills in learners, therefore, requires introduction/ exposure to various writing strategies to teach writing skills in an interesting way (Omar, 2016). This study was conducted in the context of Karachi, Pakistan, to explore how mind-mapping technique can be used to help improve students’ writing skills of grade 3. It was a qualitative action research study carried out to design an action so as to attempt to bring a change. The data were collected in three main phases: reconnaissance phase, intervention phase and post-intervention phase. Data collection tools were pre and post-test, observations, focus group discussion, semi-structured interview and field notes. In the light of data analysis of the reconnaissance phase, there were several problems identified as they related to students’ ability to generate, organize and independently write on a given topic. One of the important tools to support learners in this regard is to use pre-writing strategies in writing tasks (Buzan, 2002). In addition, pre-writing strategies can help to boost students’ motivation and engagement with writing and develop them as independent writers (Keen, 2017). Based on the reconnaissance findings, I planned an intervention and conducted three teaching cycles on teaching students mind mapping and how to use their mind map to produce independent texts. The study outcomes suggest that students’ exposure to a pre-writing strategy such as mind-mapping technique did help to improve students’ writing skills. The study participants were able to think, generate and organize their information about a given topic. Study outcomes also reveal that the use of mind maps seemed to boost students’ motivation, their engagement with writing seemed to increase and they were able to function as independent writers. Therefore, this suggests that using a pre-writing strategy such as mind-mapping technique can support learners in improving their writing skills.

 

Recommended Citation

Binish. (2019). Improving students' writing skills using mind - mapping technique at primary level in a private school in Karachi (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

Exploring the role of volunteerism in developing leadership skills amongst the youth of Ismaili Muslim Community in the context of Karachi, Pakistan

Farhan Fida Hussain

Date of Award: 2019

 

Abstract

Youth has been considered the most important part of society. There are thousands of institutions and communities working for the positive development of youth around the world. Faith-based organizations are playing a significant role in the development of the youth and community throughout Pakistan. Many faith-based organizations are engaging youth in different volunteer activities. In this connection, the Ismaili Muslim Community of Karachi has developed organizations and mechanism to engage the youth in the volunteer activities. In this case study, the role of volunteerism in developing leadership skills among the Youth of Ismaili Muslim Community in the context of Karachi, Pakistan has been explored through in-depth interviews of four senior volunteers (age group 25-35) and three focus group discussions (age group 18-25) from different areas of Karachi were carried out to understand the role of volunteerism in developing leadership skills among the youth of the Ismaili Muslim community. The data showed that all the youth members of the Ismaili Muslim community have a clear understanding of volunteerism and its characteristics. Religion influence emerged as a consistent point for performing volunteer services. They all resonate their narrative of performing volunteer services as an expression of faith. The study showed that their moral codes are developed by faith but have a clear understanding to serve humanity regardless of any difference; besides, their religious engagement the data showed that the youth render volunteer services for many other reasons such as to learn new skills, or to gain inner satisfaction, etc. The finding revealed that there is a positive relationship between volunteerism and learning in personal, social, and professional domains of life. One can develop essential qualities and traits through volunteer work which includes confidence, communication and presentation skills. The youth further link volunteerism to increase their academic knowledge, communication skills, love and respect for others. The study confirms the improved job performance as one of the outcomes of the volunteer services. They also expressed their critical insights on volunteer services experience which shows that there is a further need for transparency in volunteer management in the organizations. Overall, the youth appreciate the efforts institutions make for their development.

 

Recommended Citation

Hussain, F. F. (2019). Exploring the role of volunteerism in developing leadership skills amongst the youth of Ismaili Muslim Community in the context of Karachi, Pakistan (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

Teaching mathematics (geometry) through pedagogy of STEM Education in grade 8 in a private school of District Ghotki, Sindh

Jai Parkash

Date of Award: 2019

 

Abstract

The rapid growth in technology and digitalization, the nature of jobs has been changed. Many of the earlier mechanical jobs have become redundant now. During recent times (21st century), organizations require employees who are creative, life-long learners, and ability to handle multi-tasks. Therefore, the expectations of organizations have put a pressing demand on schools to instill creativity and innovation to meet the expectations of their future employers. One way to develop diverse knowledge and skills in students is investing in science, technology, engineering, and mathematics education. As integration between core disciplines such as science, technology, engineering, and mathematics (STEM) is rapidly growing around the globe, but the recognition of such integration may hardly be identified in Pakistan. This study made an attempt to explore how mathematics can be taught through STEM pedagogy. The purpose of the study is to understand how to engage students in learning mathematics collaboratively and provide an interconnected learning based on real-world applications. The action research method was selected followed by qualitative design. Further, Kemmis, McTaggart, and Retallic (2004) model was adopted, which suggests a few steps of conducting action research such as to observe, plan, act and reflect. Overall, grade 8 children were selected as participants among them 6 students (i.e. above average, average, and below average) were selected for focus group discussions and interviews with a mathematics teacher. The findings of the study reveal that the level of eagerness, active participation, and interest for learning Mathematics was augmented through the integration of multidisciplinary approach. It also helped students to develop diverse knowledge and sense of team work which they lacked earlier. STEM pedagogy engaged learners in two major activities (e.g. laser based activity and construction of a greenhouse) that provided opportunity to be inter-dependent and learned the concepts like the reflection of light, photosynthesis process in plants, angle and geometric shapes, effective use of GeoGebra software, and Architecture engineering as their future career. The study highlights the need of collaboration among teachers of STEM disciplines to develop multidisciplinary instruction to further strengthen students’ capacity to empower the next generation of innovators.

 

Recommended Citation

Parkash, J. (2019). Teaching mathematics (geometry) through pedagogy of STEM Education in grade 8 in a private school of District Ghotki, Sindh (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

Role of teacher’s constructive feedback in improving grade 5 students’ writing skills in a public school in Karachi

Kaneez Fatima

Date of Award: 2019

 

Abstract

This study explored the role of teacher constructive feedback in supporting students’ writing skills. The study was conducted in Grade5 in a public school in Karachi. The study employed action research under qualitative research design over the three weeks comprising of three cycles. The data was collected in three main phases: reconnaissance phase, intervention phase and post-intervention phase. The data collection tools were; classroom observations, pre and post-test, focus group discussions, students’ notebook analysis, and my own reflections on classroom teaching. The research was conducted in the entire class however, students’ data i.e. written and oral responses, come from six students, who were selected randomly. The findings earlier indicated that students were not familiar with the different strategies of feedback processes. They were used to get feedback on their drafts from their teacher in a very traditional manner. They were also assuming that the purpose of highlighted errors by a teacher was, to correct and memorize text so that they could produce an error-free draft and could pass their exam with good grades. It was also found that writing skill was the least important skill for them. Based on the findings of the reconnaissance stage, I taught six lessons in three cycles. The overall findings revealed that constructive feedback is the scaffolder, which enables students to strengthen their learning of writing skills. The progress in their understanding of writing through various constructive feedback strategies appeared gradually. For example, the graphic organizer worked as an energizer for the students, verbal and written questioning techniques provided them with the opportunity to think and respond in detail. Similarly, provision with the opportunity to the students for self-assessment and self-reflection was another factor to promote students learning through sharing their views with the teacher. Likewise, teacher descriptive feedback and employment of rubric helped students’ to address their language writing difficulties. It further indicated that both the feedback processes and process writing approach are interlinked and both allowed students to reflect, revisit and reproduce an improved draft. It also pointed out that the teacher timely and ongoing feedback has the potential to develop students’ writing skills, which required a quality time and effort from the teacher. The findings also informed that feedback is not an isolated activity, rather it is an interactive and two-way process where the teacher and student are engaged in the process. However, the traditional and routine way of teaching and assessment practices in a language classroom, where English is treated as a subject with the aim of memorization and does not provide an opportunity for teachers’ constructive feedback. Therefore, the school needs to revisit the teaching approaches and feedback practices to improve students’ learning.

Recommended Citation

Fatima, K. (2019). Role of teacher’s constructive feedback in improving grade 5 students’ writing skills in a public school in Karachi (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

Exploring students’ learning experiences shaped by the examinations conducted by a national private examination board in Pakistan

Munira Muhammad Rangwala

Date of Award: 2019

 

Abstract

Assessment is the driving force that is responsible for shaping the learning experiences. This research study uses Aga Khan University Examination Board (AKU-EB) affiliated school that offers both secondary (SSC) and higher secondary school certificate (HSSC) program as a case study to explore the learning experiences shaped by the high-stake examination conducted by AKU-EB. To explore this, qualitative paradigm was used comprising of semi-structured interviews, classroom observation and document analysis method. The study highlights that if the assessment is representative of the entire syllabi and does not have repetitive element it helps counter the culture of selective studies and rote memorization, also this can create a journey of learning from knowledge acquisition to life-long learning process. Further to this, data revealed that high-stake examinations invokes anxiety amongst students due to the societal pressure as these examination results are considered as the basis of ones’ career as well as good grades are considered as a social status resulting in competitions amongst family and friends. The study helps in suggesting that learning experiences can further be enriched if the societal pressures are removed as well as the atmosphere during the conduct of examination does not have the factor of newness in it, in terms of setting-up of exam centers and the hiring of invigilators. The study also recommends that assessment can be made more authentic by involving the mechanism of on-going assessment or teacher assessment component as part of the summative examination results.

Recommended Citation

Rangwala, M. M. (2019). Exploring students’ learning experiences shaped by the examinations conducted by a national private examination board in Pakistan (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

Understanding the grade V students’ ecological identity in Karachi and helping them in enhancing their ecological consciousness

Najmi Khatoon

Date of Award: 2019

Abstract

In recent time, climate catastrophe has trounced every part of the world and Pakistan is one of the most badly affected geographies. Human actions and behaviour are considered responsible factors for environmental degradation. The qualitative action research (AR) explores the understanding and enhancing Grade V students’ ecological identity and consciousness in Karachi, Pakistan. This study aims to reestablish significance in a time of climate catastrophe and to ensure a sustainable life on earth and the future of relevant education. The proposed cyclic model of AR method aims to intervene to enhance their environmental consciousness and sense of place by employing place-based education (PBE) in Social Studies (SSt) classroom. Further, the employed design not only helps to improve the existing situations but also my teaching and learning practices as a reflective teacher in the classroom setting. The research site was selected purposively because of its purpose-built environment with an inclusive approach of coexistence with nature. Further, 10 grade V students were selected as primary participants randomly, to record interviews and conduct focus group discussions (FGDs) because it was not possible to maintain the data of 46 students in short span. Although, the rest of the students were part of the activities inclusively. The data were collected by interviews, FGDs, observations, document reviews and maintained a reflective journal. The data were thematically analyzed in two stages. Therefore, this study makes distinct contributions to the nascent field of integrated environmental education. The reconnaissance stage data reveals that conventional teaching and learning practices in SSt classrooms ignore children's real-life experiences result in eco-phobia, lack of awareness and a detachment and aversion towards nature and often a treatment towards nature as a nuisance. Lastly, NC does not provide any explicit benchmarks and standards to integrate EE at grade V level. These findings guided the action stage planning. In six week, twelve sessions were conducted. The analysed data reveals the application of PBE in SSt classroom has a positive impact on a child’s understanding of ecological identity and consciousness. A marked interest in both curiosity and the connection with nature was witnessed through guided visits to the garden and green spaces of the school. This shows that even a six-week intervention can show a marked improved in the understanding of local ecological identity and larger environmental consciousness among young students. Therefore, I recommend SSt teachers to take the challenge of employing PBE in their classrooms to attain the objectives of planetary citizenship.

Recommended Citation

Khatoon, N. (2019). Understanding the grade V students’ ecological identity in Karachi and helping them in enhancing their ecological consciousness (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

 

Culture and teacher professional development : Exploring male and female mentors’ and mentees’ experiences of professional development in the Baltistan Region of Gilgit Baltistan, Pakistan

Shujaat Ali

Date of Award: 2019

Abstract

Teacher professional development (TPD) is a process to enhance knowledge and skills of the teachers to improve quality of teaching and learning in schools. It further strengthens teachers’ prospect about their profession by fostering positive change in their attitude, beliefs, perceptions and ideology. Moreover, TPD enables teachers to enhance their personal and professional effectiveness and competence. While meeting their PD targets, the teachers experience number of successes and challenges due to local cultural context in which they are situated. The aim of the current study was to explore the experiences of male and female mentors and mentees in an ongoing field-based in-service mentor-mentee model of PD in the Baltistan region of Gilgit Baltistan, Pakistan. In particular, the study examined how the local cultural context of the Baltistan region shaped or guided the experiences of the male and female mentors and mentees while participating in the PD process. It further explored the role of local cultural context in the successes and challenges to meet the PD targets of the male and female mentors and mentees. The case study method of qualitative research design was employed and semi structured interviews and mentees’ classroom observations were used to generate and collect the data. The research was conducted in two clusters; one is mentored by a male teacher and another with a female mentor. A male and a female mentee from each cluster were inducted in the study. Thus, the primary participants were six in total including a male mentor, a female mentor, two male mentees and two female mentees who were selected through purposive sampling technique. The key findings of study have revealed that mentors’ and mentees’ experiences of PD were shaped by the cultural context. The interactions of male and female mentors and mentees in PD process were directed by the local cultural norms. Furthermore, the religious activities of the local context had an influence on participations’ experiences of PD in terms of curtailing the frequency of prescheduled PD activities. The PD process also helped them to develop their knowledge and skills of teaching language in early grades. The findings also indicated that participation in PD immensely contributed to the development of both the mentors’ and mentees’ sense of professional identities.

 

Recommended Citation

Ali, S. (2019). Culture and teacher professional development : Exploring male and female mentors’ and mentees’ experiences of professional development in the Baltistan Region of Gilgit Baltistan, Pakistan (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

Exploring the early childhood education teachers’ and grade I teachers’ perceptions regarding school readiness for children’s transition to primary school : A quantitative study in the context of private schools in Karachi

Zehra Shabbir Ali

Date of Award: 2019

Abstract

Early childhood years are significant for the development of young children and for later life. Children’s school readiness is an integral part for their holistic development consisting of physical well-being, social and emotional development, cognitive and language skills, understanding of the world, mathematical skills, and creative arts and so on. Given the scarcity of empirical studies on early years of children’s school readiness transitioning to primary education globally and specifically in the context of Pakistan, this study sought to explore early childhood education (ECE) and grade I teachers’ perceptions regarding school readiness for children’s transition to private schools across Karachi, Pakistan. A cross-sectional survey was carried out within the quantitative research paradigm. A total of 275 (162 ECE and 113 grade I) teachers selected through stratified random sampling technique, participated in the study. To fulfill the purpose of the study, a contextually relevant tool was developed, based on six key learning areas stated in the National Curriculum for Early Childhood Education (NC for ECE) 2017 for school readiness. A descriptive analysis was employed and the non-parametric ‘Mann Whitney U test’ was applied to explore the differences or similarities between the ECE and grade I teachers’ perceptions. The findings of the study reveal that both ECE and grade I teachers highly regarded all the competencies stated in NC for ECE 2017, as fundamental for young children’s school readiness. The results of the comparisons between these two groups of teachers were not significant for all six key learning areas. Whereas one comparison was significant (p = < 0.014) for the competency within Basic Mathematical Concepts i.e. number operations. This implies that grade I teachers regarded number operations more important for children starting grade I as compared to ECE teachers. The results of the study show that the similarities and differences in teachers’ perceptions suggest that opportunity must be provided to ECE and primary teachers to meet together to discuss the NC for ECCE for its effective use and also for the vertical alignment of curriculum. The study recommends further research in this area, especially qualitative inquiry for an in-depth understanding of school readiness, its opportunities and perceived challenges in the context of private schools in Karachi, Pakistan.

Recommended Citation

Ali, Z. S. (2019). Exploring the early childhood education teachers’ and grade I teachers’ perceptions regarding school readiness for children’s transition to primary school : A quantitative study in the context of private schools in Karachi (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

 

Understanding education faculty members' (EFMs) experiences and perspectives on the B.Ed. Honors programme at a public international university (PIU) in Northern Pakistan

Abdul Wali Khan

Date of Award: 2018

Abstract

Despite many reforms, teacher education in Pakistan, especially its pre-service component suffer from multiple issues, which have collectively affected its ability to produce graduates for the 21st century Pakistan. Overall, there is little or no improvement in teacher education, teaching and students' learning. Education reforms in Pakistan have been predominantly foreign funded and full of paradoxes in terms of policies and processes, curriculum designing, and infrastructure and sustaining quality programmes. This particular qualitative case study with a phenomenological bent examined the newly introduced BEd.Honors (BEI-1), as one such reform initiative. Conceptually, the study is located within the discourse of teacher education reform as global (western) best practice, via policy borrowing and lending (PB& L). Methodologically, the study explored the programme's objectives, rationale, value, and challenges, and ways of improvement from the lived experiences and perspectives of 8 education faculty members (EFMs) (five male and three female) at a public university in northern Pakistan. The findings showed two paradoxical perspectives: at the talk level the BEd.Honors was seen as a welcome transformative shift in pre-service teacher education, emphasizing research, student —centeredness, theory —practice blend, relevance, flexibility, quality and responsive to the 21st century teachers' profiles and students' needs. At the actual implementation level, serious issues, such as lack of material and human resources, practicality, quality, cultural compatibility, sustainability, were highlighted. EFMs presented contesting views about borrowing of the BEH and its being international good practice. None was able to view the borrowed and contextualized BEH as a culturallyinvasive, intellectually- depriving and strategically-shaping the minds and bodies of Pakistani perspective teachers in a way that might be more towards more global market rather than needs of independent Pakistan. Their criticality was limited to the implementation issues. This study confirms the complexity of teacher education reform and of the borrowing of the global best practices as solutions. It raises questions for future studies around how solution to Pakistan' teacher education should come from within.

 

Recommended Citation

Khan, A. W. (2018). Understanding education faculty members' (EFMs) experiences and perspectives on the B.Ed. Honors programme at a public international university (PIU) in Northern Pakistan (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

 

Exploring experiences of key stakeholders of the new BEd (Hons) elementary programme in a public sector university and a government elementary college of education in Karachi, Pakistan

Barkat Ali

Date of Award: 2018

Abstract

This study explored the key stakeholders' experiences of the BEd (Hons) elementary programme in two teacher education institutions (TEIs)-a teacher education department at a public sector university and a government elementary college of education, in Karachi, Pakistan. Within qualitative research tradition, phenomenological design was employed to explore key stakeholders' perceptions and experiences about selected aspects (i.e. curriculum, teaching, assessment and practicum). Twenty-two participants including two heads of departments, four teacher educators, four cooperating teachers, four graduate students and eight graduating students, were selected purposefully, thereby, ensuring maximum variation sampling. The data were collected through semi-structured interviews, focus group discussions and document analysis. The findings revealed that the programme is appreciated mainly in relation to its new features (e.g. revised curriculum and practicum). Factors pertaining to stakeholders' involvement and programmatic changes facilitated programme delivery. Whereas, factors in relation to resources, conduction of practicum, teachers' capacity, alignment of the programme with the overall education system, coordination among the related stakeholders, specialisation courses, background of the prospective teachers, and accountability, hindered stakeholders' efforts towards programme delivery. However, initiatives at personal, group and TEIs levels (e.g. utilizing personal resources and revising practicum), were reported to be taken to overcome the challenges. The study also found that the stakeholders at the university are more privileged in that they enjoy more autonomy in decision-making with regards to programme delivery as compared to their college counterparts, which makes the university more enabling for the programme as compared to the college. Overall, stakeholders see less hope and opportunities than fears and uncertainties, pertaining to the future of the BEd (Hons) programme. The findings of the study suggest that the programme could be delivered more effectively if the required material resources were provided to the TEIs, capacity building of the teacher educators and the cooperating teachers were ensured and coordination and alignment were ensured amongst various stakeholders at the level of policies and practices. Moreover, the regulatory bodies (e.g. The National Accreditation Council for Teacher Education (NACTE)) have to play an active role to constantly review and monitor the programme for ensuring its relevance and effectiveness. For future studies, it is suggested that a country wide analysis of the current scenario of teacher education and TEIs be carried out for improving the missing links in the system.

 

Recommended Citation

Ali, B. (2018). Exploring experiences of key stakeholders of the new BEd (Hons) elementary programme in a public sector university and a government elementary college of education in Karachi, Pakistan (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

 

Cultural diversity in a public sector university of Pakistan: Exploring students' perceptions and experiences

Fardad Ali Shah

Date of Award: 2018

 

Abstract

Pakistan has a rich cultural diversity in term of languages, dresses, beliefs, foods, traditions, and ethnicity etc. However, due to certain issues Pakistan has been unable to capitalize it for mutual respect, peaceful co-existence and promotion of peace in the society, and thus embrace severe issues of cultural diversity. This study aimed to explore the experiences and perceptions of public university students about cultural diversity in Karachi Pakistan. Employing qualitative research, with phenomenological bend, the study used Semi-structured interviews, document analysis and observation for data collection and triangulation focusing on the four overarching factors such as gender, language, ethnicity and religion. The findings of the research show that cultural diversity is very important for the development of any country and for the academic achievement of students. The study also revealed that there are very limited co-curricular activities happening in the university where females are not encouraged.to take part. The non-native speakers face problems which make them hesitant in presentation and in sharing their ideas. The other challenge is the interaction among the students as they fail to communicate their ideas with each other. This leads them to join different student unions formed on the basis of sects, languages and ethnicity. There is somehow biased attitude among the faculty not using appropriate language to promote cultural diversity in the university. Faculties are also not addressing the diverse student needs. The students are also not accepting each other due to their language, ethnic and religious differences. The research participants also supported that there are no fruitful co-curricular activities to promote cultural diversity and suggested that every department should be made accountable for conducting workshops and seminars on diversity every semester. The study suggests that there is dire need to promote cultural diversity in the campus for the improvement of the university environment and students' academic achievements

 

Recommended Citation

Shah, F. A. (2018). Cultural diversity in a public sector university of Pakistan: Exploring students' perceptions and experiences (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

 

An Exploratory case study of public-private partnership in education: A case from Karachi Pakistan

Khushal Khan

Date of Award: 2018

Abstract

Pakistan faces multiple challenges in education, which include poor infrastructure, availability of basic facilities, high drop-outs, low enrollment, teachers' absenteeism, ghost schools, ghost teachers, lack of community participation in school activities, lack of teacher professional development opportunities etc. Though the government is responsible for providing free quality education to every citizen, but in the presence of such challenges, the government alone cannot have a significant impact. Therefore, the government requires support from private sector actors to overcome these challenges. The Government of Pakistan has been placing high value on Public Private Partnership (PPP) in education to address to educational challenges and various programmes of PPP are in practice with various claims of success. This study aimed to explore the kinds of changes and improvements (infrastructure, community participation, teaching and learning and coordination among the partners that have been brought about in an adopted public school in Karachi. Looking at the aim of the study, qualitative research methodology under interpretivists research paradigm was used in which exploratory case study design was employed. Individual interviews, focus group discussions, overall school observations and document analysis were used as sources of data collection. Data was analyzed using Creswell (2009) model of qualitative data analysis. The study has found that adopt-a-school program of PPP has improved school infrastructure by providing all the basic facilities, such as clean drinking water, toilets furniture, desks, library, laboratory, maid and peon. Secondly, teacher's punctuality has been improved and students' enrollment has been increased. However, less attention has been paid to teaching and learning, coordination among the partners and community mobilization. Study explored that various professional development opportunities are provided by the adopter but government teachers, due to one or multiple reasons, do not avail them. Therefore, overall role and contribution of adopt-a-school program in bringing about change in adopted public school has become debatable. The findings of this study suggest that there should be some amendments in the charter of partnership, whereby adopters may have more say in making decisions about teachers so that proper teaching and learning environment can be ensured.

 

Recommended Citation

Khan, K. (2018). An Exploratory case study of public-private partnership in education: A case from Karachi Pakistan (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

 

Exploring mothers' perceptions of the role of play in early childhood development (4 to 6 years old) in the context of upper Chitral, Pakistan

Kirran

Date of Award: 2018

 

Abstract

This study intended to explore mothers’ perceptions regarding the role of play in early childhood (4-6 years old) in the context of upper Chitral, Pakistan. A cross-sectional survey design was employed within the quantitative paradigm and 8 ECD centers from a private organization were selected through simple random sampling. A total of 152 mothers participated in the study. A contextually relevant tool was developed and was validated by three experts, covering areas related general perceptions of play and its contributions to different domains in child development. SPSS 20 was used to analyze the data. Descriptive analysis was employed and Kruskal-Wallis H test was applied along with the pair-wise comparison to examine the statistically significant differences among mothers with different education levels in their views regarding play. The major findings of the study show that generally the sampled mothers had positive views regarding the importance of play and its contributions in early years. However, they were less likely in favor of their children spending a lot of time in playing, and preferred their children to finish their homework before play. Mothers also recognized the positive impact of play on different developmental domains i.e., social and emotional, cognitive, physical, language and literacy development of a child. The results of the Kruskal-Wallis H test and pair-wise comparison indicated that as compared to mothers with lower education degrees, the mothers with higher education degrees perceived play to be more helpful in some of the developmental domains: the general function of play, play in social and emotional development, and play in cognitive development. On the basis of the findings, it is recommended that this study can be further conducted on a larger scale and include other stakeholders e.g. fathers, teacher, grandparents etc. A qualitative research aspect can be added to obtain in-depth insights of mothers’ views regarding the contributions of play in early years. Furthermore, awareness sessions could be conducted especially for the mothers with lower education degrees. The policy makers and curriculum developers could ensure the involvement of parents in development and implementation of play based content and activities.

 

Recommended Citation

Kirran,  (2018). Exploring mothers' perceptions of the role of play in early childhood development (4 to 6 years old) in the context of upper Chitral, Pakistan (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

 

Unearthing literacy conceptions of middle school students: A qualitative exploration

Komal Waqar Ali

Date of Award: 2018

Abstract

Contemporary views of literacy treat it as a set of technical skills. Once mastered, the economic rewards can be gained. However, the socio-cultural model of literacy believes that contextual and cultural dynamics have a considerable effect on literacy acquisition. Using principles of grounded theory, this research study sought to explore how middle-school students in an adopted government school in Karachi, perceived and conceptualized literacy. Preliminary interviews and sessions were conducted with participants to explore their conceptions and beliefs about literacy. The sessions were loosely structured sought to explore what participants had deemed important as per the ethos of grounded theory. The interviews and sessions were coded in ATLAS.ti, a software for coding qualitative data. Axial coding was employed to ascertain micro and macro themes. Findings indicate that participants' definition of literacy is fluency of verbal English. Participants were cognizant of Urdu's status as a national language but believed that English superseded Urdu in importance. They associated social and economic gains with being literate and idealized complete fluency in English communication (their conception of literacy). Their emphasis on literacy's potential of communication indicates a need to reorient literacy instruction accordingly. Overall, the participants' view of literacy as English fluency was fluid, integrating tenets from both socio-cultural and autonomous theories of literacy.

 

Recommended Citation

Ali, K. W. (2018). Unearthing literacy conceptions of middle school students: A qualitative exploration (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

 

Access or beyond access? Unpacking gender and gender equity in Gilgit-Baltistan eduacation strategy

Nasira Parveen

Date of Award: 2018

Abstract

Gilgit-Baltistan developed its long-term education strategy, the Gilgit-Baltistan Education Strategy (GBES), during 2008- 2014 with gender equity as an important goal. The current qualitative study used standpoint feminist theoretical lens and critical discourse analysis to explore the understanding of gender and gender equity in GBES. The participants for this study were the strategy developers and educationists including teachers and teacher educators from different districts of Gilgit-Baltistan. Semi-structured interviews and focus group discussions were used as data collection strategies. The study highlights the complexity in understanding the concepts; gender and gender equity and discusses how surface level understandings of these concepts employed in education policy can lead to the policy development which, despite all the good intentions, remains non-inclusive. The findings suggest that GBES frames girls' education important for economic efficiency and access to schools and this is considered an automatic and linear solution towards this end. Education is proposed to ensure girls' preparation for their future nurturing role and, hence, to maintain their reproductive work's status quo. The study suggests that women's participation in policy formulation can help in better conceptualization of gender equity strategies in and through education. It is proposed that education policy aim at societal transformation, helping girls and boys understand their positions in the power structure and enable girls to question their subordinate position. Equity measures at the institutional level are required to deal with the systemic structural barriers which prevent girls' access to and participation in education. The study also recommends women's inclusion in equity based policy and program planning to bring their voice in the mainstream equity discourse as women' knowledge and experiences are authentic and needs to be counted in education policy making and implementation process.

 

Recommended Citation

Parveen, N. (2018). Access or beyond access? Unpacking gender and gender equity in Gilgit-Baltistan eduacation strategy (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

 

Hope or hype - public private partnership for the development of education in Sindh, Pakistan

Nazeer Ahmed

Date of Award: 2018

Abstract

Public Private Partnership (PPP) is considered a governance innovation to improve public education system by bringing the public and private sector together. In Pakistan there are different models of PPP in practice. A new model of PPP with the title of Education Management Organization (EMO) model has been recently introduced in some public schools of Sindh with the support of USAID’s Sindh Basic Education Programme. The main objective of this study was to understand the differences that EMO has created in secondary public school To investigate this phenomenon a sequential explanatory mixed methods research design was employed. The multiple level of sample in the study included teachers (n = 68), head masters (n = 6) and school managers (n = 3). Four data collection instruments (classroom observation scale, head masters’ questionnaire, checklist, and semi structured interviews) were used for quantitative and qualitative data collection. The quantitative data analysis was completed through SPSS-20, while thematic analysis of qualitative data was performed. The major findings regarding classroom observation showed that the classroom practices of the EMO teachers were significantly better as compared to their non-EMO counterparts. Similarly, physical facilities and natural environment of EMO schools is better than non-EMO schools. The EMO school head masters also performed better as compared to their non-EMO colleagues. Similarly, the community engagement and involvement was also comparatively better in EMO schools. These changes have been achieved through cooperative management, continuous professional development training of teachers, community involvement, effective use of communication channels, and regular monitoring of all the school operations. However, there are still some improvements that are needed such as more meaningful involvement of community. The EMO schools also need to remain sensitive to improving equity and access to out of school children. The study recommends that policy makers do not allow EMO schools to get too much crowded and also improve surrounding schools. There is also a need to increase the HR of PPP-Node to monitor EMO performance. The EMO should create a congenial environment in the school between EMO-hired private teachers and regular government teachers. There is a need to carry out longitudinal research to assess the efficacy of EMO model over a longer term and with larger numbers.

 

Recommended Citation

Ahmed, N. (2018). Hope or hype - public private partnership for the development of education in Sindh, Pakistan (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

Exploring pre-service teachers' motivation for joining the teaching profession in Karachi, Pakistan

Nida Ijaz

Date of Award: 2018

 

Abstract

Teacher recruitment and retention remains an important concern, as not many people make teaching a profession of choice, which results in teacher shortage. The teacher shortage worldwide has given mount to conduct studies on pre-service teachers' motivations for joining teaching career. Therefore, this study aimed to investigate pre-service teachers' motivation for joining the teaching profession and their perception about teaching. Furthermore, it explored the association between the motivational factors and the perception constructs. It also compared the pre-service teachers' motivation across the selected demographic variables (i.e. prior qualification and achievement grades in higher secondary). Using a cross-sectional survey, Factors Influencing Teaching Choice (FIT-Choice) scale was directly administered to 220 pre-service teachers enrolled in B.Ed. (lions) programme in Karachi, which were recruited from six teacher education institutes. Results revealed that the pre-service teachers highly considered teaching a sacred profession which would help them to promote peace and harmony through teaching (religious motives). Further, the desire to influence the next generation by providing service to society was also an important factor for the pre-service teachers in joining the teaching profession (social utility value). On the other hand, they reported to choose teaching as a last resort career (fallback career). The pre-service teachers perceived teaching as highly demanding (task demand) with moderate return in salary and status (task return) and they exhibited a relatively higher level satisfaction with their choice of profession. A positive relationship was found between the intrinsic career value (r=0.62, p<0.001) and perceived ability (r=0.61, p<0.001) to satisfaction with choice. Contrarily, a negative association p<0.01) was observed between the intrinsic career value and social dissuasion. Comparison across prior academic qualification revealed that the arts group preservice teachers were more intrinsically motivated (intrinsic career value) than their science group counterparts (p<0.01). Further, the low achieving pre-service teachers reported to have more positive outlook for the teaching profession by scoring significantly higher on religious motive (p<0.05), intrinsic career value (p<0.001), social utility value (p< 0.001), ability (p<0.001) and personal utility value (p<0.01) as compared to the high achievers. Interestingly, fallback career (p<0.05) was relatively rated high by the pre-service teachers falling in the category of high achievers as compared to mediocre and low achievers. The study provides insights to the teacher educators for counselling their students about their future aspiration and opportunities pertaining to the field of teaching. The tool adapted can be a valuable addition to the contextual literature which can be used for similar studies.

 

Recommended Citation

Ijaz, N. (2018). Exploring pre-service teachers' motivation for joining the teaching profession in Karachi, Pakistan (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

 

A follow-up exploration of the implementation of teachers' learning after professional development programme in Early Childhood Education (ECE): A case study

Salima

Date of Award: 2018

 

Abstract

Early years are significant in a child' life, when s/he needs proper support and guidance from the surrounding adults. It is the responsibility of these adults to create a stimulating environment both at home and at early childhood education (ECE) settings, by providing play-based opportunities that can positively involve and nurture children in the early years. In the context of Pakistan, National Curriculum for Early Childhood Education (2017) placed great emphasis on creating a child friendly environment and teachers' training. However, due to the scarcity of resources and budgetary issues, the policy was not implemented on a scale that the majority of the schools having ECE sections could gain benefit. Some private sector institutions provided training to teachers in ECE but the training provided by the institutions is limited to some parts of country and not much provision for continuous monitoring and support to the trained teachers. Therefore, these teachers face issues to sustain the practices in the classroom after training. Hence, the purposes of this research were to study teachers' understanding of ECE, teachers' current classroom practice and factors promoting and hindering ECE practices being implemented in the classroom after the AKU-IED Continuing Professional Education Programme. The case study method was used to conduct the study, and purposive sampling was used to select the research participants. Interviews, classroom observations, and document analysis of the lesson plans were used to collect data. The findings of the research revealed that the programme helped teachers in developing their understanding about ECE concepts and pedagogy. Teachers began using enabling teaching methods and created learning environments in their classrooms that promote students' learning. Besides, factors, including teachers' attitude, support from the management and working as teams also promoted an enabling learning environment in the school. However, teachers were facing various challenges, such as following outdoor play time, implementing plan- do-review, and managing children's transition from home to school, and classroom management. Therefore, besides training, teachers need continuous feedback, support, and mentoring from their own schools to overcome these issues and to provide quality ECE. Moreover, the component of classroom management, the play based activities to support children and teachers in transition and the practicum aspect need to be included in the programme.

 

Recommended Citation

Salima, . (2018). A follow-up exploration of the implementation of teachers' learning after professional development programme in Early Childhood Education (ECE): A case study (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

 

Teachers' experiences and practices of developing teaching portfolios: An exploratory study

Samira Din Mohammad

Date of Award: 2018

 

Abstract

This qualitative case study aimed to explore teachers' experiences and practices of developing teaching portfolio (TP) in a private, primary school where teachers were engaged in this practice for five years after implementation of a new teacher evaluation system called Performance and Management Reward System (PMRS). TP was introduced in the school because it has gained a significant value internationally as one of the authentic sources of teacher evaluation and continuous learning. TP is considered as a vehicle that promotes reflective practices and provides avenues of self-analysis through which one can assess own strengths and weaknesses and plan a way forward. It was significant to investigate teachers' perspectives in this regard to facilitate them in accordance with literature. Using purposive sampling approach, four female participants and the vice principal were interviewed. Furthermore, teachers' portfolios were reviewed and the PMRS guidebook was studied for the triangulation of data collected through interviews. The study reveals that teachers' have dualistic perspectives about portfolio. They feel that developing teaching portfolio is assisting them in their professional growth in multiple ways such as through self-reflection on their lessons, by documenting their professional development (PD) log and thinking of their professional goals for future. Simultaneously, they also consider it as a mandatory task to be done for the appraisal evaluation. Moreover, during the process various challenges were encountered by teachers. These include difficulty in writing reflection, time constrain, thinking of future goals, and getting coloured printouts for the portfolio file. Hence, the need for continuous assistance to teachers merged. Moreover, development of portfolio appeared as a product and one time activity that take place towards the end of the academic year for the appraisal evaluation. Therefore, it is recommended that a structured mechanism of mentoring should be established in the school to facilitate teachers throughout the process of developing portfolios. This will also facilitate teachers to improve their reflective practices. This study contributes to the body of knowledge about TP particularly in Pakistani context.

 

Recommended Citation

Mohammad, S. D. (2018). Teachers' experiences and practices of developing teaching portfolios: An exploratory study (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

 

Role of parental involvement in secondary education

Shamsun Nisa

Date of Award: 2018

 

Abstract

This study explored the perceptions of stakeholders about parental involvement in their children's education in a private secondary school. The study focused on the academic support that students receive and expect from their parents and the ways through which parents are involved in their children's education through different activities. The study employed qualitative methodology. Data was generated through exploratory case study design. The main data collection methods in this study were focus group discussions (FGDs), individual interviews. The participants in this study involved students of grade 9 and 10, parents of the particular selected students, class teachers of grade 9 and 10 and academic coordinator of these grades. Results reveal that all participants recognize the importance of parental involvement in children's education because this helps in improving academic performance, setting academic goals, completion of homework, problem solving, and teaching ethics to make students disciplined and make a successful future. The data also revealed some motivating factors: parents' own experiences, achievements and improvement areas of their children, setting goals and targets by the parents and parents' aspiration. While hindrances include financial constraints, low parental education, unawareness of parents and parents' jobs (especially fathers) are some of the hindrances which prevent parents to become fully involved.

 

Recommended Citation

Nisa, S. (2018). Role of parental involvement in secondary education (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

 

 

Exploring teachers' experiences of a blended teacher professional development programme in Karachi, Pakistan

Shehnaz Bhutto

Date of Award: 2018

Abstract

This study explored the experiences of participants of the blended learning in-service teacher professional development programme, which was initiated in 2015 by a Nongovernmental organization with financial support from an international donor agency. It was envisioned as a social movement aimed at changing the mindset of the teachers by instilling passion for professional development and promoting awareness among them so that they would be able to sustain their efforts in improving their students' learning outcomes. The exploratory study was situated within the qualitative research paradigm. Purposive sampling was used for selection of research site and participants. Four teachers, including two men and two women, were selected as research participants. Data was collected through in-depth interviews, document analysis and field notes. The multiple sources of data helped generate a rich pool of qualitative data which was analyzed using the data analysis spiral proposed by Creswell (2018). The analysis of the data revealed a number of key findings. Firstly, the findings suggested that a blended model had helped teachers in developing professional learning networking and motivated them towards self-directed learning. Secondly, the model had also helped in building teachers' self-confidence and enhancing their teaching skills. It also helped them get hands-on experience in the use of information communication technology (ICT) in teaching. The study identified some challenges with respect to the use of blended learning in in-service professional development for teachers. Some of these challenges were faced by the training participants when they attempted to implement their newly learnt techniques in their classrooms. Some of these major challenges included: the pressure of course completion, mismatch between the programme and ground realities, lack of resources and time, insufficient knowledge and lack of computer skills, lack of recognition, lack of follow-up support, lack of rewards, and finally a lack of monitoring mechanism system. This study is one of the few research studies conducted to understand the blended model in TPD programmes in Pakistan. It has made a small yet valuable contribution to the local body of literature, specifically in developing countries like Pakistan. It can be used as a reference resource for those who seek guidance regarding use of blended learning in teacher professional development. In conclusion, the overall findings revealed that the blended model has the potential to develop teachers' networking and professional competencies. Teachers are motivated to apply what they learnt during the training programme in their respective contexts. Therefore, it is suggested that the donor agencies and education department should work together to provide adequate ICT facilities and resources within schools. In addition, a well-defined policy to standardize existing in-service teacher professional development programmes is essential. Therefore, it is recommended that the blended approach be integrated in teacher training programmes and be made compulsory for all in-service teacher training programmes.

 

Recommended Citation

Bhutto, S. (2018). Exploring teachers' experiences of a blended teacher professional development programme in Karachi, Pakistan (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

 

Exploring higher education commission's quality assurance mechanisms for assuring quality in higher education at Khyber Pakhtunkhwa

Sohail Ahmad

Date of Award: 2018

Abstract

The rapid growth of higher education institutes (HEIs) at public and private sectors has raised a key concern for quality among all stakeholders of higher education both nationally and internationally. To tackle this expansion, the Government of Pakistan established the Higher Education Commission (HEC) in 2002. A national Quality Assurance Agency (QAA) was established in 2005, under the jurisdiction of HEC, for the purpose to specifically look after quality issues in Pakistan. The QAA is actively engaged to assure the quality of education for more than one decade, but there are still issues related to quality in higher education. Therefore, this qualitative study was conducted to explore HEC's guided QA mechanisms for assuring the quality of teaching, learning and research at the graduate level, its effectiveness and influencing factors in the context of Khyber Pakhtunkhwa. A qualitative multiple case study approach was employed to achieve the aim of this study. The data were collected from two selected universities in the context of Khyber Pakhtunkhwa with the help of face to face interviews and relevant documents analysis. Through purposive sampling technique, the participants for the study were selected from quality enhancement cell and education department, which included, deputy and assistant director of QEC, Head and focal person of the education department, MPhil and PhD students from the selected universities. Whereas, at HEC, two deputy directors from QAA were also interviewed. The data were analysed using within and cross-case analysis technique with the thematic approach. The study found that various HEC's guided mechanisms are used in the selected public and private-sector University respectively. The purpose of these mechanisms is to assure the quality of teaching, learning and research at the graduate level. Cross-case analysis demonstrated five mechanisms, which were common in both universities. These are: 'establishment of quality enhancement cell' (QEC), 'Self-assessment report' (SAR), 'collection of feedback from stakeholders', 'discouragement of plagiarism in research', 'evaluation of dissertation and publication of paper in PhD'. The findings revealed some of the effectiveness of these mechanisms such as, developing a sense of responsibility and motivation among stakeholders, improving quality of teaching, learning and research by developing quality culture, strengthening the internal quality assurance system, and promoting accountability and acceptance among the stakeholders. Importantly, the study found that the effectiveness and better outcomes of these mechanisms is largely dependent on effective implementation. Moreover, the data also revealed five common factors, which influenced the effective implementation of these mechanisms. These are: personal interest of leadership towards quality improvement, availability of sufficient resources, cultural values and stakeholders' attitude influence quality assurance process, stakeholders' participation in QA processes and constitutional policies. The study concluded that HEC's guided mechanisms can improve the quality of teaching, learning and research at the graduate level if these are implemented effectively. The study provided some recommendations to HEC, universities and future research studies and policy makers.

 

Recommended Citation

Ahmad, S. (2018). Exploring higher education commission's quality assurance mechanisms for assuring quality in higher education at Khyber Pakhtunkhwa (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

 

Community engagement in one of the private schools in upper Chitral, Khyberpakhtunkhawa, Pakistan

Syed Sarwar Ali Shah

Date of Award: 2018

Abstract

This study investigates the process of community engagement in the school development. The study has been conducted in one of the private school in the rural area of Chitral, Khyber-Pakhtunkhwa, Pakistan. The purpose was to explore the views, motivating factors, strategies, contributions and challenges of community engagement in the school development (CESD). Two community members, three members of school management committee (SMC), Head teacher and two class teachers and two group of students’ in which five female students in each group were the research participants. With qualitative lens the data were collected by interviewing, document analysis, and observation followed by focus group discussions with the students of class ninth and tenth. The data were analyzed though framework analysis to explore the similarities and differences of the views, level of contribution and strategies of the participants about the CESD. The findings of the study indicate that the intrinsic and extrinsic motivation are the reasons of community engagement in the school academic, financial activities, infrastructure, policy implementation, and inside school decision making. The findings also indicates that community is contributing in school development as a donor, motivator, SMC, VEC, as a parent, impartial invigilator and guest speakers. This study also, discusses the gaps and challenges in the CESD activities in the Shaheen School. The study concludes that motivation and inspirations are rooted in religious affiliation of the community with school, welcoming environment due to quality teachers and contribution on self-help basis. The level of contribution and engagement of the community have also been discussed with reference the literature. The challenges of CESD in Shaheen School are rooted in economic conditions of the people, misunderstanding of socio-cultural and religious aspects of school development activities. Finally, the study presents the recommendations to the school administration to arrange the systematic awareness programs to effectively engage the community in decision making, policy formulation, co-curricular activities, financial co-operation and other school development activities.

 

Recommended Citation

Shah, S. S. (2018). Community engagement in one of the private schools in upper Chitral, Khyberpakhtunkhawa, Pakistan (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

 

Exploring perceptions and practices of teachers about inclusion on students with special educational needs (SEN): A case study of a private inclusive school in Karachi

Yasmeen Khan

Date of Award: 2018

Abstract

This small-scale case study explores perceptions and practices of teachers about inclusion of students with special educational needs (SEN) in a private inclusive school of Karachi. Students with SEN are facing many challenges and barriers in obtaining their basic right to education. To achieve SDG Goal 4 that is to ensure inclusive, equitable and quality education and to promote lifelong learning opportunities for all and that has to be fulfilled by 2030 globally, students with SEN must have access to schools which should accommodate them with child-centered pedagogy. Inclusive orientations are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all. These are all possible if school heads and teachers accept this challenge, first by changing their attitude towards students with SEN and, second, by getting in-service trainings. Teacher’s perceptions and practices play a vital role in educating students with SEN in an inclusive school. Within the qualitative research design, the data was mainly collected through semi-structured interviews, classroom observations and secondly from document analysis. Furthermore, a thematic analysis approach was used to make sense of the data and draw conclusions. The study revealed five emerging themes from the data. These are 1) teachers’ perceptions about special educational needs, 2) teachers’ understanding of inclusive education, 3) teachers’ inclusive practices in school and challenges they face, and 5) stakeholders’ (A school principal, 2 parents and 2 students with SEN) perceptions. It was observed that if all students are involved in all school activities, it leads to greater confidence, willingness to share and acceptance of diversity in the student body. It is a win-win situation for all in all activities. However, it was found that teachers lack special education background and it is not easy to adopt different and modified teaching strategies, to develop resource material and IEP of each student with SEN and to motivate parents for their support. At the same time, personal commitment enables teachers to meet most of the expectations of parents and school in terms of improved social, reading, writing and mathematical skills of students with SEN. The study concluded that government involvement, parents’ interest, ongoing professional development and presence of professional team in a school is essential for bringing good results from inclusive education and for fulfilling the commitment to education for all.

 

Recommended Citation

Khan, Y. (2018). Exploring perceptions and practices of teachers about inclusion on students with special educational needs (SEN): A case study of a private inclusive school in Karachi (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.

 

 

 

Understanding and developing students' Academic Resilience (AR) in secondary schools of Karachi: The case of grade 9 biology students

Fouzia Nawaz

Date of Award: 2017

Abstract

Individual's ability to effectively cope with setbacks, persist, and overcome challenges and adversities is known as resilience. In the context of education, academic resilience among secondary school students of grade 9 Biology group can be developed through strategies, resources and supportive conditions that students, teachers, and parents can use to help reduce dropout rate and enhance motivation of students to attend schools. The study employed a qualitative research design, and a case study method to explore the perspectives of the participants. In depth, semi-structured interviews, field notes, observation checklist, snapshot of scenarios, local words (such as ta’lim-e quwwat-e bardasht) and pictures were used to engage in conversation to draw information from the respondents, regarding AR. The challenges to develop AR included, classroom size, and students own attitudes, their alienation from the academics, lack of innovation and novelty in teacher’s classroom pedagogies, and English language proficiency. Additionally, cultural and societal pressures included struggles affecting the students’ drive to become resilient both academically and generally. To cope with these multifaceted challenges faced by students, support and guidance are required to help students gain confidence and gradually improve their resilience. Without addressing these challenges, the problem of student’s dropout or staying in school without motivation to achieve, appear as an uphill battle. The implications for teachers, for parents, teacher educators, policy-makers and school leaders are many and suggest that developing students’ genuine academic resilience is a part of their overall resilience. Lastly, listening and involving students’ voices in developing their academic resilience is a central message of this study. The study presents some recommendations for future research to further explore this unexplored but vital for successful learning and living field.

 

Recommended Citation

Nawaz, F. (2017). Understanding and developing students' Academic Resilience (AR) in secondary schools of Karachi: The case of grade 9 biology students (Unpublished doctoral thesis).

 

Exploring effectiveness of the programme evaluation practices used in the private educational organization in Karachi

Ibad-Ur Rehman

Date of Award: 2017

Abstract

This study aimed to explore the perceptions and experiences of the stakeholders of a Private Educational Organization about the effectiveness of the programme evaluation practices in improving the quality of the academic programmes. The programme evaluation has been in practice in this organization for the last many years with a belief that it has significantly helped the organization to improve and enhance the quality of the academic programmes. For over a decade now, various programme evaluation approaches have been used; however, so far there had been no concerted effort to know how the evaluation practices are perceived by the stakeholders, and whether these practices have really been helpful in improving the quality of the programmes. Hence, this study was conceptualized. For this study, the phenomenological approach was used to explore the perceptions and experiences of the key programme stakeholders of the organization. Nine individuals from the senior academic management were selected through purposive sampling, as they were involved in designing, planning, implementing and evaluating the academic programmes. The data was collected through semi-structured interviews. The data shows that whereas 1) there is consensus among key stakeholders that evaluation is a key tool for improvement of programme quality, 2) however, not all key respondents were clear about the purpose, approaches and outcome of the programme evaluation at the organizational level. This lack of clarity leads to the confusion in making appropriate judgment about the effectiveness of the evaluation practices as well as the quality of the programmes, and 3) the evaluation is not always an objective and simple phenomenon rather it is a complex process which is greatly affected and influenced by the beliefs, understanding, knowledge and professional hierarchies of the stakeholders in the organization.

 

Recommended Citation

Rehman, I. (2017). Exploring effectiveness of the programme evaluation practices used in the private educational organization in Karachi (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

Exploring the current classroom assessment practices of English Language at secondary level in a private secondary school of District Ghizer, Gilgit-Baltistan

Iqbal Dad

Date of Award: 2017

Abstract

There is scant literature available on the classroom-based English language assessment practices (APs) in Pakistan, particularly in Gilgit-Baltistan. Therefore, this study explored the current classroom-based English language APs for grade 9 and 10 level in a private secondary school in Gilgit-Baltistan, Pakistan. The focus of the study was to gain an understanding of the interplay of English language APs and English language learning at the secondary level by exploring the phenomenon and to gather data on the APs being used by grade 9 and 10 teachers in the research site.The study sought to explore a phenomenon contextually and in-depth. This required adopting a qualitative case study design. Interviews, classroom observations, focus group discussions and document analysis were the methods used for the study. The generated data was analyzed using qualitative data analysis approach Yin, (2009). The primary research participants were 2 English language teachers and 12 students served as secondary participants: 6 students were from grade 9 and 6 were from grade 10. In the School of Shining Education (pseudonym), English language APs at grade 9 and 10 level seem to be shaped by different factors. These include: the pattern of the annual board examination, teachers’ perceptions and experiences, the textbooks of grade 9 an10, teachers performance appraisal, the availability of teaching resources and the expectations from students’ parents. The study also explored teachers’ perceptions about the English language assessment practices at the secondary level because perceptions affect practice. In view of this, the study explored teachers’ claim about teaching and assessing English as a language not as a subject. However, the study findings suggest that their teaching pedagogy is likely inclined towards teaching and assessing English as a subject owing to the contextual challenges and limitations. In conclusion, the findings of the study suggest that better language learning might be achieved through the use of a dynamic approach (using alternative assessment strategies) to classroom assessment. One practical way forward as regards enhancing the assessment practices would be to make the English language teaching more practical and skills-based. In this way, English can be taught and assessed as a language not as a subject. In doing so, It will align with the aims of the National Curriculum for English Language Grades I-XII, NC (2006) which stipulates the same.

 

Recommended Citation

Dad, I. (2017). Exploring the current classroom assessment practices of English Language at secondary level in a private secondary school of District Ghizer, Gilgit-Baltistan (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

Exploring students' engagement with methodology during their M.ED. dissertations

Khadija Nadeem

Date of Award: 2017

Abstract

This study 'Exploring Students' Engagement with Methodology during their M.Ed. Dissertations' is a qualitative research which aimed to explore the Masters in Education (M.Ed.) students' interactions with their research methodology during their final year research. For gauging students' methodological engagement (ME), the study particularly examined: alignment of research design elements within the paradigm employed; students' description of the research process, how it is was carried out and importantly why it was done in a particular manner; awareness of philosophical and theoretical underpinnings of their chosen methodology and methods; and reflexivity as a focus while writing the dissertation demonstrating critical choices and decisions that student had to make during research process. To generate relevant data, the study employed (a) content analysis (CA) for exploring students' ME as reflected in their dissertations and (b) semi-structured interviews for investigating students' and supervisors' views about students' ME while doing their research and writing their research. The study was conducted in a private educational institution of Pakistan. The sample included 15 qualitative case study researches for CA, 6 supervisors and 6 graduates for interviews. The analysis of the sample dissertations showed that the students' engagement with methodology varied. While majority explained their leaning towards qualitative methodology and case study approach, there was not enough explanation of the rationale behind certain decisions around the research design, data collection methods and analysis strategies in the dissertations; absence of research tool; ethics dealt at institutional requirements only and reflexivity being scarce. The analysis of interview data highlighted various factors which had contributed to students' methodological engagement. For instance, the findings revealed that given the students' educational background, conceptual understanding and English proficiency were the key hindrances for deep ME during dissertation. The study found that these students embarked on their projects with ambiguous research understanding and challenging academic writing skills. In this context, the supervision process embodied faculty supervisors' and students' constant struggle with various aspects of research. Furthermore, their struggle was exacerbated by the institutional timelines, affecting not only student-supervisor interactions but the deep learning from their research experiences. English language unit within the institution, educationally appropriate research content and supervisory dialogues are recommended for addressing students' diverse needs for improved ME in future dissertations.

 

Recommended Citation

Nadeem, K. (2017). Exploring students' engagement with methodology during their M.ED. dissertations (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

Reducing attitudes of prejudice and discrimination through literature in 'Personal Social Health Education' (PSHE) classes: A quasi-experiment on the upper key-stage 2 students of the British schools in Karachi, Pakistan

Munir Mehboob Ali Lalani

Date of Award: 2017

 

Abstract

This study aims to explore the efficacy of teaching concepts of peace education with the literature on Anne Frank to reduce children’s attitudes of prejudice and discrimination in specific dimensions including: ethnicity & race, religion and gender. Quasi-experiment was employed with pre-post control design. The sample comprised 100 students of the Upper Key-Stage 2 (UKS2) level, recruited from the two British schools in Karachi. These schools represented Experiment Group (EG) and the matched Comparison Group (CG). A research instrument titled “Muggles world of differences” (MWD) was developed and validated. It was in a form of test with different questions aiming to measure prejudice and discrimination. It was administered on CG and EG, both before and after intervention. The intervention plan “Reading of Young Anne’s Literature” (ROYAL) was developed based on selected readings from the Anne Frank literature (AFL). Altogether, 15 lessons were taught to EG as part of “Personal Social Health Education” (PSHE), whereas CG studied the similar concepts using standard method for the same time duration.Results of pre-test revealed high level of prejudice and discrimination in both EG and CG with no significant difference (p > 0.05) in the overall scores as well as the specific content domains. However, the post-test of the two groups revealed that the students in the EG had outperformed their CG counterparts in overall MWD scores as well as specific content domains. The difference was found to be significant (p < 0.05) with the large effect size (r = -0.63). Results support the efficacy of teaching Anne Frank literature in reducing the attitudes of prejudice and discrimination. The results of the study are generalizable to the seven British Schools in Karachi. However, insights could be gained for other school systems.

 

Recommended Citation

Lalani, M. M. (2017). Reducing attitudes of prejudice and discrimination through literature in 'Personal Social Health Education' (PSHE) classes: A quasi-experiment on the upper key-stage 2 students of the British schools in Karachi, Pakistan (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

Exploring teacher educators' professional development of a private organization involved in faith education in Karachi

Murad Jan

Date of Award: 2017

Abstract

The purpose of this study was to explore how teacher educators of a private organization, involved in faith education develop themselves professionally to support teachers. This was a case study grounded in the social constructivist framework. Data were collected through semi-structured interviews, field notes, and observation. The collected data was analyzed by using constant comparative method. The findings indicated that the teacher educators of faith education developed themselves professionally through the following strategies; (a) through formal training programs, field experiences, public speaking skills, reflection, and readings of Various Subjects. (b) Pedagogical content knowledge for teacher educators’ professional development; professional development programs, discussions with the faith education teachers, cooperative learning, and understanding of psychology and philosophy. Discussion focuses on how these findings are related to teacher educators’ professional development in the context of faith education.

 

Recommended Citation

Jan, M. (2017). Exploring teacher educators' professional development of a private organization involved in faith education in Karachi (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

Enhancing the writing skills of grade seven students in a private school in Karachi

Sajad Khan

Date of Award: 2017

Abstract

This action research, in the qualitative research paradigm, is an effort to help the students of grade VII to develop English writing skills in a private school in Karachi. Six students with their English language teacher participated in the study. Through purposive sampling the participants were selected from different levels of learners. The study was conducted in six weeks, working five days every week. Activities and materials for teaching writing skills were prepared according to the emerging needs of the students. Data were collected through two different diagnostic tests comprising: multiple choice questions and a short essay question. In addition, interviews, classroom observations, documents’ analysis and field notes were also employed as data collection tools. The analysis of the learners’ work revealed that learners had difficulty in vocabulary knowledge to support their writing, getting frequent feedback on their work, approaching different strategies to learn writing skills, verb tense agreement for sentence construction, and reading for writing. It was found that teaching strategies such as differentiated instruction strategies, scaffolding instructions, collaboration with competitors, reading-integrated writing, and use of written, oral and peer feedback provided better opportunities for the learners to enhance their writing skills. These approaches also helped me and the teacher to improve our teaching styles. The study offers valuable methodological contributions for future researchers in the field. The findings of this research will also be helpful for teachers who are involved in teaching English writing skills.

 

Recommended Citation

Khan, S. (2017). Enhancing the writing skills of grade seven students in a private school in Karachi (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

 

Investigating the relationship between students' digital literacy and their attitude towards using ICT

Salma Jan

Date of Award: 2017

Abstract

This study aimed to explore the relationship between secondary school students’ digital literacy and their attitude towards using information and communication technology across three private secondary schools in Karachi, Pakistan. This study focuses on three major themes: students’ attitude towards using information and communication technology (ICT), digital literacy (DL) and the relationship between DL and attitude towards using ICT controlling for general and ICT related demographics. For this study, a survey questionnaire was developed by adapting two surveys related to attitude and DL. An attitude related questionnaire was adapted from Edmunds, Thorpe and Conole (2012) to investigate attitude and the DL questionnaire was adapted from online European Commission Digital Literacy (ECDL) to find students level of DL. An online version of the tool was used for data collection, and the data were collected through google forms. Additionally, focus group discussions were held to have deeper and richer data that would justify the results of the statistical analysis. The total sample size for this study was 344 secondary school students. About 50% of the participants were female. The results show that the participants’ attitude towards using ICT in education is positive regardless of their general and ICT related demographic characteristics. The analysis of the results from the DL questionnaire reveals an adequate level of DL among students. A majority of the students has positive attitude and adequate level of DL. Correlation analysis revealed a significant association between DL and students’ attitude towards using ICT in education. In addition, attitude towards using ICT was found to be correlated with ICT related variables. Further analysis showed that use of the tablet and smartphone, prior training in the use of computer and frequency of computer use significantly affect students’ attitude towards using ICT. This study has highlighted the importance of ICT related demographics which contribute towards developing students’ attitude to use ICT and level of DL. Based on the findings it is suggested to further research students’ attitude to use ICT and identify school and individual level factors that influence attitude towards use of ICT and DL.

 

Recommended Citation

Jan, S. (2017). Investigating the relationship between students' digital literacy and their attitude towards using ICT (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

Learning from voluntary services: Perspectives of the Ismaili youth in Karachi

Saresh Khemani

Date of Award: 2017

 

Abstract

Experience is a key source of learning. Voluntary services (VS) are one such experiential source to learn and grow from. The present case study used mixed methods (survey tools and in-depth interviews) to explore the perspectives of Ismaili youth on the meaning, value, and educative potentials of their voluntary services based in Karachi. The data was collected from Ismaili youth (18 to 23 years) belonging to three community sites in the city Karachi (Garden, Metroville and Clifton). The study’s data showed that the participants understand the meaning and value of voluntary services in myriad ways, starting from processes of benefiting the lives of the community members, to making a difference in some one’s life, to teaching academic/social subjects and skills to community. Khidmat to the religious leader and to their community appeared as key factors in their involvement in voluntary services. The participants were enrolled in various interconnected institutions and services established by their respective community sites. Even though the volunteers’ learning from their services is not purposefully structured, many participants actively and subtly learnt and developed skills, knowledge and attitudes such as communication, teaching, problem solving, critical thinking, reflecting, presenting, public speaking, time management, multi-tasking, people management, learning about diversity, respect towards others, patience, confidence in their ability, flexibility, leadership, and, most importantly, about justice and diversity. They expressed critical insights about instances of favoritism, nepotism, injustice and unfair treatment of the ‘other’ during their voluntary experiences. The link between academic/school subjects and voluntary experiences was limited to religious education. Overall the youth’s learning from their voluntary services showed the potentials for developing into successful leaders for their community and larger society, with broad vision and relevant skills and dispositions for 21st century. The youth appeared to have deeply thought suggestions, which make them natural partners to the community leaders in making VS more meaningful, relevant, and empowering. Dialogue with the youth can make the link between voluntary services and learning more robust, explicit and mutually beneficial. These transformative potentials can be tapped on, if the community leaders actively listen to their youth voices.

 

Recommended Citation

Khemani, S. (2017). Learning from voluntary services: Perspectives of the Ismaili youth in Karachi (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

New reform in teacher education: An investigation of the implementation of 4-years B.ED. (Hons.) elementary programme in four selected teacher education institutions in Sindh, Pakistan

Shamshad Begum

Date of Award: 2017

 

Abstract

Over the past many decades, teacher education remained focus of the government. The national education policies since 1947 proposed for reforms in teacher education to improve the quality of education. Similarly, the National Education Policy (2009) recommended for reforms in the teacher education with a particular focus on pre-service teacher education. In line with recommendations, the Higher Education Commission and provincial governments have introduced a 4-year B.Ed. (Hons.) Elementary programme with the support from United States Agency for Internal Development, Pre-Service Teacher Education Programme (USAID, Pre-STEP) to improve the quality of education in Pakistan. This study sought to discover how is the B.Ed. (Hons.) elementary programme being implemented in the four selected teacher education institutions (TEIs) in Sindh, Pakistan. A mixed method research design was employed, which helped in collecting the data in breadth and depth to understand various aspects of the programme implementation. The quantitative data were collected from 120 prospective teachers and 30 faculty members through a 5-point Likert scale questionnaire to know about their views and experiences of the B.Ed. (Hons.) elementary programme. The qualitative data were collected through interviews and focus group discussions (FGD) from 45 research participants who comprised of key informants, department heads, faculties and prospective teachers. The groups for FGDs comprised of 4-6 research participants. This study found significant changes in teaching practices, use of ICTs and assessment tools and practices as an outcome of the interventions made. Moreover, the study found that the USAID, Pre-STEP played a significant role in implementation of the programme. However, many factors hampered the implementation especially in the post project period. These factors include; lack of updated reference materials and equipment including ICT, lack of qualified human resources, the mismatch with ground realities as well as between students' background and the specialized courses offered, lack of coordination, needed infrastructure and continued struggle for sustainability of actions after the project. The study also found that the Government Elementary Colleges of Education (GECEs) face greater challenges in terms of sustained enrolment as compared with university departments. This study suggests that the policy makers and programme implementers need to ensure conducting proper needs assessment and institutional analysis prior to starting a new programme and develop a proper sustainability strategy for post project period. The TEIs need to be equipped with the required resources. The revised recruitment policy (2017) need immediate implementation to ensure induction of qualified and performance-oriented staff to enhance the quality of education. Further, the TEIs need to work in strong partnership with the schools and key stakeholders. Moreover, a comprehensive follow-up, monitoring and evaluation system need to be put in place to improve the teacher education system at TEIs and Ministry levels.

 

Recommended Citation

Begum, S. (2017). New reform in teacher education: An investigation of the implementation of 4-years B.ED. (Hons.) elementary programme in four selected teacher education institutions in Sindh, Pakistan (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

The impact of social class on educational achievement and lived experiences in two private A-Level schools in Karachi

Taimur Altaf Arbab

Date of Award: 2017

 

Abstract

This study attempted to explore the effects of social class on educational achievement in two private Advanced-level (A-level) schools in Karachi. The schools that are generally known as ‘A-level schools’ in Pakistan are the ones that offer Cambridge International Examination (CIE) curriculum for A-level examination. By using semi-structured interviews and observations, the researcher sought to highlight how social class played out in different levels of achievement within the A-level stream, whereby the themes of grades/university admissions, lived experience of social class, advantages and disadvantages of belonging to a particular social class and teacher interaction were investigated using qualitative research methodology. This helped to point out and highlight how crucial social class is in terms of its effects on student achievement and how varied its effect could be. The Pakistani literature focusing on class distinctions and education generally focus on three different streams of schools i.e. madrassa, government and private. This research focuses on English medium stream and particularly the A-level schools, which are supposedly catering the higher social class. The research findings indicate a case of ‘class within class’ whereby relative deprivation exists within this stream. The research findings indicate that relative poverty disadvantages students in a number of ways, such as low availability of resources and to overcome that, students work part-time. This then has effect on their performance and career ambitions. Therefore, the study recommends that in any overhauling of the system of education within the country, care must be taken to address the fundamental class barriers that create fissures in our educational system and educational experience of many of our students. This study can be taken to be a first step to bringing about meaningful educational change in A-level schools in Karachi where barriers to learning for the lower socioeconomic classes are addressed.

 

Recommended Citation

Arbab, T. A. (2017). The impact of social class on educational achievement and lived experiences in two private A-Level schools in Karachi (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

An inquiry into the implementation of the Associate Degree in Education (ADE) in a public sector teacher education institute in Karachi, Pakistan

Zar Muhammad

Date of Award: 2017

 

Abstract

This study intended to comprehensively document the experiences and practices of some of the selected stakeholders (faculty, prospective teachers and administrators) of the ADE programme in a public sector teacher education institute in Karachi, Pakistan. A qualitative case study method situating in phenomenology was used in order to get in-depth qualitative data to see the implementation of the ADE programme. A purposive sampling technique was used to select research participants. The population comprised all the faculty members, administrators, continuing students of the ADE programme and sampled ADE graduates. The data were collected through interviews, Focus Group Discussions, document analysis and classroom observations. I used phenomenological approach in theorizing the research phenomenon. The study probed into the programme implementation, explored through lived experiences of the participants of their day to day classroom practices, the success stories, challenges, and the conscious efforts they make towards the quality of education imparted to prospective teachers through the innovative ADE programme. The findings of the study revealed that the new pre-service programme is quite relevant to the needs and demands of schools and teachers as compare to the conventional teacher education models. The new programme is a vibrant and innovative version. The assessment process is partially formative and the practicum has been designed on the basis of constructivist paradigm. The study exposed some drawbacks as well, like frustration among graduates regarding joblessness and un-clear policy about the scope of ADE. The study further revealed that lack of human and material resources, the idealistic nature of the curriculum and no provision of books to the prospective teachers are the key hindrances in implementing the programme. The study has significant implications for the participants by highlighting the fundamental issues and problems they face like joblessness of ADE graduates, scope of ADE, promotion of faculty and provision of required resources.

 

Recommended Citation

Muhammad, Z. (2017). An inquiry into the implementation of the Associate Degree in Education (ADE) in a public sector teacher education institute in Karachi, Pakistan (Unpublished doctoral thesis). Aga Khan University, Karachi, Pakistan.

 

 

 

 

Subjects: Education, Research